A MANUAL 

BANCROFT'S 

Topical Teaching Charts: 

U. S. HISTORY, 

PHYSIOLOGY, 

GEOGRAPHY. 



^A 



I-RETAKEl) l-.V 

PROF. C. W, *tHILDS, 

or THE 

California State Nttriittxl School. 



^^' 



A. L^BAN CROFT & CO. 

721 Market Stkfet, 

San 'Francisco. 



REDUCTION IN PRICE. 



We take pleasure in aimouneing the following reduction in the prices of the School Books 
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" " Blanks 

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Harrington's (xraded Speller 

Hooker's Child's Book of Natuie 

' ' Chemistry 

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" " History 

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Rolfe's English Classics, cloth, per vol. ." 

Scott's School Histoiy, U. S 

Willson's First Reader 

" Second " 

Third ■• '.'.'.'.'...'. 

Fourtli " 

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A. L. BANCROFT & CO.. 



July 1, 1882. 



Publishers and School Furnishers, 

SAN FRANCISCO, CAL. 



A MANUAL 



TO ACCOMPANY 

BANCROFT'S 



^opieal |eaet|in() ^^tk\ 



U. S. r^iSTor^Y, 

Bhysiology^ 

Gbogi^aphy. 






PREPARED BY 



PROF. C. W. CHILDS 

OF THE " 

California State Normal School. 



AO 



M-iV 



A. L. BANCROFT & CO., 

721, Market Street, 

San tRANCisco. 



Entered according to Act of Congress in the year 1882, by 

A. L. Bancroft & Co., 

In the Office of the Librarian of Congress, at Washington. 



J^ 



^PBEPME> 



This little manual i? intended to be suggestive. The com- 
mon method of teaching History, Geography and Phj-siology, 
by assigning a lesson or two in a school book, and requiring 
pupils to memorize the text, has not produced satisfactory 
results. 

I think there can be no question about the superiority of the 
topical method of study over any olher. It is the only method 
of studying which men pursue in business or professional life, 
and the earlier one becomes accustomed to it the better. 

Assign the lessons by topics ; let the pupils use the Text- 
Books and the school library for reference m preparing their 
lessons; take the Text-Book away from the pupils, and ihe kachcr 
too, during recitation, and do not ask " leading questions," but 
require pupils to tell what they know about the subject. 

With the Topical Charts in the school -room, and this man- 
ual in the hands of the pupils, a non-uniformity of Text-Books 
is a benefit, rather than a disadvantage to the class, and it is 
certainly a great saving to patrons of our schools. 

"There is no 'patent method' for teaching history. In this 
study, more than in most other elementary school branches, the 
teacher, by his skill, tact, and stores of information, must clothe 
the skeleton of facts with the flesh of imagination, and breathe 
into it, the breath of life. But, rightly pursued, it has the two 
characteristics of a useful study, namely, — good mental exercise 
and useful information. Toiix SwETT." 

Hoping that these charts may, at least, suggest a better plan 
of work, they are respectfully submitted. 

c. w. c. . 



MANUAL OF TOPICAL TEACHING CHARTS. 



BOOKS FOR REFERENCE. 



BEST GENERAL WORK. 

Harper's Encyclopedia of U. S. History; by Lossing, 
2 vols, Cloth, $12. Sheep, $15. 



CONDITION OF EUROPE IN 15TH CENTURY. 

Outlines of the World's History ; by Swinton, $2. 



EARLY INHABITANTS. 

HISTORY. Ancient America; by Baldwin, $2-. — Prehistoric 
Races of America; by Foster, $3. 

FICTION. Wyandotte; by Cooper, $1. 



DISCOVERIES AND EXPLORATIONS. 

HISTORY. Spanish Conquest of America; by Helps, 4 
vols., $6. — The Pioneers of France in the New World; 
by Parkman, $2.50. — Discovery of America by the 
Norsemen; by Anderson, $1. — Hall Hours with Early 
Explorers (English explorers principally); by Frost, 
$2. — Voun;:^ I-"oiks' Book of. American Explorers; by 
Hip-^inson, $1.50 

BIOGRAPHY. Columbus; by Irving, 3 vols., $3.75.— 
Abb)t's De Soto, $1 25 — Towle's Heroes of History, 
Da Cama, Magellan, Pizarro, Marco Polo, Ralegh; 
e.ich Si. 2 5. 

FICTION. Westward Ho!; by Kingrdcy, $1.75. 



MANUAL OF TOPICAL TEACHING CHARTS. 



COLONIAL TIMES. 

HISTORY. The English Colonies in America; by Lodge, 
$3. — Old Times in the Colonies; by Coffin, $3. — Jesuits 
in North America; by Parkman, $2.50 — Conquest of 
Mexico; by Prescott, 3 vols., $6. — Conspiracy of Pon- 
tiac; Parkman, 2 vols., $5. 

BIOGRAPHY. Abbot's Miles Standish and Stuyvesant ; 
each $1.25. — Wm. Penn, $1.23. — Eggleston's Famous 
Indians; Tecumseh, Red Kagle, Pocahontas, Monte- 
zuma, Brandt, Red Jacket; each, $1.25, or set for $6.25. 

FICTION. Last of Mohicans; by Cooper, $1. — Scarlet 
Letter; by Hawthorne, $2. — Wolfert's Roost; by Lving, 
$1.25.— The May Flower; by Mrs. Stowe, $1.50. 



REVOLUTION. 

HISTORY. The Boys of 'j6; by Coffin, $3.— Historical 
Views of the Revolution; by Greene, $1.50 — Border 
Wars of the Revolution; by Stone, $1.50. 

BIOGRAPHY. Washington; by Lving, 5 vols., $6.25, (Best 
History of Revolution.) — Barton's Franklin; 2 vols., $4. 
— Parton's Jefferson; %2. — Burr; 2 vols., $4- — Paul 
Jones; by Mackenzie, $2. — -Gen. Greene; by G. W. 
Greene, 3 vols., $12. — La Fayette; by Headley, $1.50. 
— Marion; by Weems, $1.25. 

FICTION. Septimius Felton; by Hawthorne, $1.25. — Spy 
and Pilot; by Cooper, each, $1. 



CONSTITUTIONAL PERIOD. 

HISTORY. Rise of the Republic; by Frothingham, $3.50. — 
American Politics; by Johnson, 75c. — The Story of the 
U. S. Navy; by Lossing, $1.75. — The Mexican War; 
by Jennings, $1.50. — Schouler's Constitutional History; 
2 vols., $6. — Lewis & Clarke's Expedition; 2 vols., 
$1.50. — War of 1812; by Lossing, $7. — The Federalist; 
$2.50. 

BIOGRAPHY. Parton's Jackson, 3 vols., $6.— Webster; 
by Teft, $1.50.— Clay; by Greelev, $150. — John Q. 
Adams; by Seward, $1.50. — Noah Webster; by Scudder, 
$1.25. — Madison, 3 vols., $10. 

FICTION. Judd's Margaret (New England Life), $1.50. 



MANUAL OF TOPICAL TEACHING CHARTS. 



CIVIL WAR. 

HISTORY. Draper's American Civil War; 3 vols , $10.50. 
— Campaigns of the Civil War; 12 vols., each $1. — 
Farragut and our Naval Commanders; Headly, $3.50. 
— Yomhs' History of the Rebellion; 4 vols., $5. 

BIOGRAPHY. Lincoln; by Leland, $1.25. — Jefferson 
Davis and Stonewall Jackson, $1.75. 

FICTION. The Amber Gods; Spofford, $1.50.— Inside : a 
Chronicle of Secession; by Baker, $1.25. 



ADDITIONAL BOOKS. 

Politics for Young Americans; by NordhofF, $1 00. 
Protection and Free Trade; by Butts, $1 25. 
Alphabet of Finance; by McAdam, %\ 25. 
Introduction to Political Economy; Perry, $150. 
Civil Service Reform in Gt. Britain; Eaton, $2 50. 
Timbs's History of Great Inventions; $2 00. 
Manual of American Ideas; Hopkins, $1 50. 



SCHOOL HISTORIES. 

Ridpath's History of U. S., $1 00, $3 50. 

Young Folks' History of U. S.; by Higginson, $1 50. 

Eclectic Flistory; by Thalheimer, $125. 

Scott's History; $1 25. 

Barnes' History; 1 25. 

Anderson's History; $1 25. 

Quackenbos's New History; $1 25. 

This list of books is not intended to be exhaustive, or to 
meet all the wants of advanced students; but rather to aid those 
who are desirous of becoming acquainted with the most impor- 
tant events in the history of the United States, and have but 
little time to read, and no money to spend unprolitably. 

c.w. c. 



MANUAL OF TOPICAL TEACHING CHARTS. 



TOPICAL ANALYSIS OF U. S. HISTORY. 



To be used in connection with the Chart. 

Considerable attention should be given to Geography in its 
connection with History. It is certain tliat an accurate knowl- 
edge of History cannot be acquired and retained without a full 
and clear knowledge of its accompanying Geography. Events 
to be remembered must be associated with place. Teachers, 
therefore, should require pupils to prepare a map for each epoch. 



GEOGRAPHICAL 

KNOWLEDGE 

IN 

1492. 



f Draw on the blackboard, and require 

pupils to draw on paper, a map, showing 

the world as known to people in the i 5th 

century. (See Swinton'sOutlines of History, 

- page 308, or Scotts', page 2. 

Why were people so ignorant of the geog- 
raphy of the world ? 

What attempts had been made to increase 
geographical knowledge ? 



CONDITION 



OF 



EUROPE. 



Short account of most important nations. 

Name and locate important commercial cities. 

Why were the principal commercial cities on 
the IMediierranean .? 

What was the commercial problem of the age .'' 

Why ? 

Why had America remained so long unknown 
to people 'i 



Compass. 
Astrolabe, 



I Gimpovvd 



'(isr. ( 



What N.ition Invented? 

When and Where? 

How Used at first? 

Effect upon Commerce and Discovery ? 



MANUAL OF TOPICAL TEACHING CHARTS. 



DISCOVERIES AND EXPLORATIONS. 

(see questions on chart.) 

Draw a map on the black-board of the Atlantic Ocean, 
(See Ecleciic Hist, page i6, or Barnes's, page 16.) Use colored 
crayons in marking the route of the explorers of different na- 
tions. Clue for Spanish, red for English, etc., etc. 

Require pupils to draw a map on paper, at least 18x20 in. 
Use these maps in daily recitations, marking routes, locating 
geographical points and inserting important dates. 



In order to obtain a comprehensive grouping of the principal 
dates and facts of this period, the following plan may be used 
to good advantage: Sketch on the black board and require 
pupils to draw on paper, a plain monument (see next page), and 
shade it at the right to make it stand out in relief. In the vari- 
ous divisions write names, dates, etc. Underline those that are 
especially important. 

To fix in the memory the date and place of settlement of 
the thirteen colonies, an arch may be constructed, on the board 
and on paper (see page 16), and dates and names written upon 
the various blocks. 



{See questions on Chart. 
Read chapter 2 in Iligginson's History. 
Call aiten ion to ClifT Builders and recent dis- 
coveries in Arizona and New Mexico. 



f See questions on chart. 
'^ANd'*^ i Draw a map on the blackboard and locate 
AzfhCS. I principal tribes. (See Anderson's History.) 
Give a brief account of the Aztecs. 











HUDSON 










1609-10 






GOSNOLD 






1002 






FROBISriER 


( DE SOTO 


DRAKE 






1576 


1541 • CABRILLO 
( CORONADC 


1579 






CARTIER 






1534-5 






NARVAEZ 






1528 






VERRAZZANI 








1524 








! 




1520 r°^^^^ 

(. MAGELLAN 

1 




BALBOA 


CORDOVA 






1513 


1517 






DENYS 


DE LEON 






1506 


1512 




.,501 (-COLUMBUS 


VESPUCCI j 1498 i CABOT 

^1507 Uegama 


COLUMBUS NORTHMEN 


1492 1001 



* 



MANUAL OF TOPICAL TEACHING CHARTS. 



HISTORY OF SETTLEMENTS. 



When you commence the study of the settlement of the 
Colonics, sketch on the black-board, and require pupils to draw 
on paper, an outline map of that part of North America east of 
the Mississippi, and extending from the Gulf of St. Lawrence to 
the Gulf of Mexico. Represent the mountains, lakes and prin- 
cipal rivers. 

As you progress in the study of the colonies, mark upon the 
map the settlements, political divisions, battlefields and dates. 
On the black-board use colored crayons as in map of discoveries. 

r You will not have time to study exhaust- 
ively all the questions pertaining to the set- 
tlements made by these nations, but the fol- 
lowing points should be carefully examined: 
When, where and why did the Spanish 
make settlements within the present limits 
of the United States.'' Cause of trouble 
between Spanish and English colonies. 
Results. Account of Jesuit Missions in 
California. Spanish treatment of Indians. 
When, where and why did the French 
make settlements.'' Effect of Champlain's 
campaign against the Iroquois in prevent- 
ing the extension of French settlement 
southward. Causes of trouble between 
French and English colonists. Results. 
French treatment of Indians. Compare 
population and extent of claims with the 
English. 



SPANISH 



AND 



FRENCH 



SETTLEMENTS. 



Study of English Settlements. 

In order to understand the motives that induced people to 
found colonies in America, you must know something of the 
history of Europe during this period. You must, therefore, 
give special attention to the history of England, France, Spain 
and Holland from 1600 to 1663. Bancroft says, "The history 
of the colonization of America is a history of the crimes of 
Europe." 

During this and in subsequent periods of our history, espec- 
ial attention should be given to the Philosophy of History — the 
causes and effects of events. Much lime may be saved by 
grouping colonies for study. (See chart.) 

Lodge's History of the English Colonies, and Coffin's Old 
Times in the Colonies, are excellent books for this period. 



MANUAL OF TOPICAL TEACHING CHARTS. 



STUDY THESE COLONIES TOGETHER : 



VIRGINIA 



AND 



MARYLAND. 



When. 

Where. 

Why Settled. 

By Whom. 



Government. \ 



Kelicrion 

itnd 

Education. 



Political </) 

u 

Religious ^ 

o 

Indiau P 



Noted Men. 



Customs. 



Events. 



r 

Productions. \ 



Contempora- 
neous History 
of Europe. 



Dates — 1607, 1634. 

Centers of settlements in 
each Colony. 

CausL-s that led to settlement. 

Nationality. 

Character of Colonists. 

Class of people. 

Define the different kinds of 
governments in the Colonies — 
Royal, Charter, Proprietary 
and Commercial Corporation. 
(See Swinton, page 84.) 

Kind of government in 
these Colonies. 

Character of governors. 

What voice had the people 
in the government. 

An account of land grants. 

Sects. Provision for sup- 
port. 

Influence on the people. 

What colleges. 

What attention to public 
schools. Why. 

Printing and literature. 

Clayborne's rebellion. 

Bacon's rebellion. 

Changes in government. 

Navigation acts. 

Cause of religious trouble in 
Maryland. Result. 

Massacres of '22 and '44. 

Cause. Results. 

Smith. 

Baltimore. 

Clayborne. 

Private and public buildings. 

Utensils. Dress. 

Plantations. 

Social customs. 

Traveling facilities. 

Money. 

Review important points. 

Slavery. When. How. 
Effect. 

Rank of Colonies in popula- 
tion and wealth. 

Origin of names. 

Tobacco. When. Plow. 
Effects. 

Other products of the soil. 

Game. Furs. 

Show what effect the quar- 
rels between nations, and the 
persecution of people for po- 
litical and religious reasons, had 
upon settlement of Colonies. 



MANUAL OF TOPICAL TEACILING CHARTS. 



STUDY THESE TOGETHER : 



MASSACHU- 
SETTS. 



CONNECTICUT. 



When. 

Where. 

Why Settled. 

By Whom, 



Dates — 1620-30, 1623, 1635, 
1636. 

Centers of settlements in each 
Colony. 

Nationality. Class of people. 
I Character of colonists. 
I Difference between Pilgrims 
L and Puritans. 

r 



RHODE ISLAND. 



NEW 
HAMPSHIRE. 



Kind (see Vir. and Md.) 
Governors. 

Government. \ Voice of people in governm't. 
Changes in form of " 
L Land grants to companies. 

f .Sects — -how supported. 
Effects upon the people. 
Religious intolerance. 
ReHiEfion Churches and ministers. 

and \ Common schools. When. 

Education. How. What. 

Colleges. When. Where. 
How supported. 

Literature. Printing. 

f Character of governors. 
With Dutch and French. 
Navigation acts. 
Political ui Changes in form of governm't. 

►J Salem witchcraft. 

Religious g -j Witchcraft in Europe at this 

g l)eriod. 
Indian h Indian and French from 1689 

to 1763. 
I Pequod and King Philip's — 
L Dates, causes, events, results. 

{ Architecture. 
I Utensils. Dress. 
I Traveling. 

I Church customs. Apprentice- 
Customs. \ ship. 

Social customs. Origin of 
Thanksgiving. 
Money and trade. 
Methods of punishment. 

Noted Men / Williams, Standish, Bradford, 
\ Endicott, Eliot, Andros. 

Review important points. 

Slavery — compare with same 
in the South. 

Union of Colonies in 1643. 
Events. \ Charter oak. 

Origin of names. 

Rank of Colonies in pop), and 
wea'th. 

An account of Maine. 



Productions 



.( 



I 



Products of the soil. 

Manufactures. 

Fislicries. Game and furs. 



Contemporaneous. See Vir. and Md. 



sT^ 



'^ 



MANUAL OF TOPICAL TEACHING CHARTS. 



13 



STUDY THESE TOGETHER 



NEW YORK 



AND 



When. 

Where. 

Why Settled. 

By Whom. 



Dates — 1613-23, 1664, 
Centers of settlement. 
Causes that led to settlement. 
Nationality. 
Character of colonists. 
An account of the Walloons 
and Patroons. 



{ Kind (see Vir. and Md.) 
I Governors. 
GrOVurnment. -J What power in hands of the 
people. 
I Changes in government. 



Religion r 

and \ 

Ed;!cation. I 



Sects. 

Colleges and public schools. 

Literature. Printing. 



Political w 
Reli'^ioHs 
Indian § 



(' Tyranny of governors. 

Conquest of New Sweden. 
I Troubles with English 
-] Colonics. 

I New Jersey land titles. 
I No religious troubles. 
L Indian massacre and war. 



{ Stuyvesant. 
>'oted Men. \ Capt. Kidd. 

L Leisler. 



NEW JERSEY. 



( Architecture. 

I Utensils. Dress. 

Customs. \ Social customs. 

I Apprenticeship. 

I Money and trade. 



Events. 



Productions. 



Review important points. 

Negro plot. 

Slavery — compare with other 
Colonies. 

Claim to Vermont. 
I Origin of names. 
I Rank of Colonies in pop. and 
L wealth. 



Products of the soil. 
Game and furs. 



Contemporaneous. See Vir. and Md. 



L 



H 



MANUAL OF TOPICAL TEACHING C If ARTS. 



STUDY THESE TOGETHER 



r 



PENNSYLVANtA 



AND 



DELAWARE. 



When. 

Where. 

Why Settled. 

By Whom. 



GoTernment. 



f Dates— 1638, 1682. 

Center of settlements. 
I Causes that led to settlement. 
■{ Nationality. 

Class of people. 
I Character of colonists. 
I Origin of Quakers. 



Kind (see Vir. and Md.) 

Governors. 

Voice of people in govem- 
^ ment. 

Land grants. 
L Change in Delaware. 



( Sect. 
Reli?ioil I Characteristics. 

and \ Colleges and public schools. 

Education. | Literature. Printing. 
L I,ibraries. 



Political a f ^.^°"P^'^''y ^'"^ (M^^°" ^°^ 

J Dixon s). 

J Religions " \ Between proprietors and the 

I ri I i„ 



Indian 



Noted Men. 



Customs. -1 



Events. 



Productions. 



people. 
L No religious or Indian. Why. 



Penn. 



De la Ware. 



Architecture. 
Utensils. Dress. 
Church customs. 
Social customs. 
Occupation. 



Preview important points. 

Slavery. 

Treaty with Indians. 

Buying proprietor's rights. 

Hank of Colonies. 



Products of soil. 
Furs. 



L 



Contemporaneous. Sec Vir. and Md. 



MANUAL OF TOPICAL TEACHING CHARTS. 



i5 



STUDY THESE TOGETHEK : 



f 



^ORTII 
CAKOLINA. 



SOUTH 
CAROLINA. 



GEORGIA. 



When. 

Where. 

Why Settled. 

By Whom. 



Government. 



Dates — 1663, 1670, 1733. 
Centers of settlement. 
Causes that led to settlement. 
Nationality. 
Class of people. 
Character of colonists. 



Kind (see Vir. and Md.) 
Grand Model. 
Governors. 

Changes in form of govern- 
ment. 

Land grants. 



(Sects. 
Why public schools did not 
flourish in Southern Colonics. 
Mighcr education. 
L Literature. 



Political 

Reli'^ious 

Indian 



Customs. 



f Cause of trouble with Spanish 

I settlement. 

I Attacks on St. Augustine, 

\ Savannah, Charleston. 

No religious trouble. Why. 
War with Indians — 
Cause. Events. Result. 



Occupation. 
Utensils. Dress. 
Plantations. 
Social customs. 



f Ogletliorpe. 
Noted Men. -i Wesley. 
L -hitfield. 



f Review important points. 
Events. \ Slavery. 

L Rank of Colonies. 



Productions. 



Rico. 
Products of soil, \ Indigo. 
Cotton. 
I Tar. 
I I'"orest trees, •! Pitch. 
L ( Turpentine. 



Contemporaneous. See Vir. and I\Id. 



i6 



MANUAL OF TOPICAL TEACHING CHARTS. 



^'^-^WCAROt//^ -•• 1733. •^ 
^ -:• l670. 'c- \ SAVANNAH. 
CHARLEST0N\ ENGLISH. 
ENGLISH. 



NORTH CAROLINA 
-:• 1663. '^ 

ALBEPt/lARLE SOUND. 
ENGLISH. 

-> 1638.-'^ 
WSLMINGTON, 

SVi/EOES. 



A 



NEW JERSEY 

-^- 166^. :— 

ELIZABETH, 

ENGLISH. 




-:• 1634-.- 
GT. MARYS. 

CNGLISH. 



VIRGINIA 

-r- 16 07.-^ 

JAMCSTOWN, 

ENGLISH. 



:./lABSACHUSETTS 
-X- 1620. -^ 
PLYMOUTH, 

ENGLISH. 



MANUAL OF TOPICAL TEACHING CHARTS. 



17 



INTERCOLONIAL WARS. 



KING 
WILLIAM'S. 



QUEEN 

ANNE'S. 



KING 
GEORGE'S. 



FRENCH 

AND 
INDIAN. 



See Higginson's History, page 142 to 158. 

These wars may be studied in connection with 
History of New England, or as represented on 
chart. 

See questions on chart. 

The first three wars are not sufficiently import- 
ant to receive much attention. 



In the first three wars, examine European 
History to find cause, and show hota and zahy the 
Colonies Ijecame involved. Why and how were 
New England and New York invaded in the first 
war. How did the English colonists retaliate. 
Points in the Treaty of Peace. 



In the second war, ascertain why the Southern 
Colonies were engaged. What Colonies suffered 
most, and why. Points attacked. England's 
gain. Why did the French fortify Cape Breton. 



In the third, cause and result. 

In French and Indian war, draw a map, and 
locate important points. 

Causes of war. and why so called. 

Compare population and extent of territory of 
■French and English at commencement. 

Call attention to mode of fighting, kind of arms, 
fortifications, and treatment of prisoners. 

A short account of noted men of the Colonies 
who served in this war. Why England failed at 
first. Objective points. Why so called. A short 
account of the capture of each. 

To what extent did England and France aid 
the Colonies. 

Noted Englishmen and noted Frenchmen of 
the war. 

Points in the Treaty of Paris. 



In describing a battle, the following formula 
may be used : 

( Where. 
When. 
I Commanders. 
Battle. -I Why fought. 

Grand Tactics. 
I Special incidents. 
L Results. 



MANUAL OF TOPICAL TEACHING CHARTS. 



REVOLUTIONARY WAR. 



In order to understand and appreciate the strategy displayed 
by the ofificers of the American and the British armies during 
this war, the geographical features of the theatre of war must be 
studied. A military writer says : "From the usual formation 
of armies by right, center, and left divisions, there is derived an 
analogous geographical separation into right, center, and left 
zones, or belts of operation. Thus, from New York as a base, 
there is developed, as the right zone. New England, and as the 
left zone, the Southern States." 

The British soon perceived that New York, from its central 
position, was the strategic point of the war. They accordingly 
took possession of it at the earliest opportunity. 

A wise counter strategy devolved upon the American com- 
mander the necessity of holding the central zone so firmly as to 
threaten New York, and at the same time support the other 
zones. Ilis location, during the greater part of the war, amid 
the hills of New Jersey and in the Highlands of the Hudson, 
enabled him to fulfill the best strategic conditions of ultimate 
success. 

Sketch on the black-board, and require pupils to draw on 
paper, a map of that part of N. A. south of the great lakes and 
cast of the Miss, river. As you progress in the study of the 
war, locate important points and trace route of armies, etc. 



J^. 



MANUAL OF TOPICAL TEACHING CHARTS. 



19 



CAUSES OP 
REVOLUTIONAEY { 
WAR. 



Character of Colonists. — Immigrated to es- 
cape religious, political, and other persecutions. 
How was this a cause. 

Effect of isolation and self-dependence. 

Character of Governors. — How appointed. 
Extent of power. Personal character of the gov- 
ernors. How were these causes. 

Legislation. — Navigation Acts. Acts of Trade. 
Stamp Act. Quartering Act. Tea Tax. Boston 
Port Bill. Smuggling and Writs of Assistance. 
Why the colonists opposed taxation. How were 
these causes. 

Intercolonial Wars.— Effect in training officers. 
Eflect in educating the people. Effect upon public 
debt of Great Britain. Influence of France. How 
were these causes. 

Colonial Congresses — 1754. — Where. Wliy. 
Franklin's plan. 

1765. — Where. Why. What was done. 

1774. — Where. Why. What was done. How 
were these causes. 

Character of the King. — Power of the king at 
I this period. Personal character of George HI. 
How were these causes. 



ETENTS 

OF 

1776, 



Comparative population and military resources 
of England and the Colonies. 

Why Canada and Florida did not rebel. 
Object of the Colonies at first. 

Lexington and Bunker Hill. — Use formula 
on page 17. Draw a diagram of Boston and 
vicinity. 

Ticonderoga and Crown Point. — Where. 
How captured. By whom. Value of the capture. 
■ Captured ordnance — how used. 

Congress of i775- — Where. Delegates. How 
conducted. Appointing officers and raising army. 
Financial measures. What power had Congress. 



Expeditions to Canada. — Object, 
expeditions. Montgomery's campaign, 
campaign. Results. Winter quarters. 

Siege of Boston. — How conducted. 



Plans of 
Arnold's 



MANUAL OF TOPICAL TEACHING CHARTS. 



EVENTS 

OF 

1776. 



The Hessians. — Who. Why and how em- 
ployed. Number. 

Evacuation Canada. — Why. Pursuit by the 
British. General results. 

Evacuation Boston. — Why the British left. 
Condition Colonial army during siege. 

Charleston. — Attempted capture by the British. 
How defended. Result. Gen. Lee, Moultrie, 
Jasper. 

Declaration of Independence. — Its origin. 
Committee that prepared it. Who wrote it. De- 
bate in Congress. Effect on the Country. 

Battle Long Island. — Use Formula. Draw a 
diagram of New York and vicinity. 

Washington's Retreat. — Nathan Hale. Harl- 
em and White Plains. Capture of Forts W. and 
L. Retreat across N. J. Capture Gen. Lee. 

Trenton and Princeton. — Use formula. 

Winter Quarters. — Where. Why 



EVENTS 

OF 

1777. 



British plan of campaign. 

Burgoyne's Invasion. — Plans. Rendezvous. 
Indians. Capture of forts, and battle Hubbardton. 
Condition of Schuyler's army. Leger's expedition. 
Object. Incidents. Result. Bennington and 
battles of Bernis's Heights — See Formula. Clin- 
ton's attempt to assist Burgoyne. What was done 
with Burgoyne's army. 

Howe's Movements. — Why he went to the 
Chesapeake. Ikandywine or Chad's Ford — See 
Formula. Effect of Washington's movements upon 
Burgoyne. Germantown — See Formula. -Story of 
Mrs. Darrah. How Phila. captured the British 
army. Val. Forge — where. Condition of army. 
What Steuben did. Account of La Fayette. 

Congress. — C(jnway Cabal — What. Who. 
Result. Flag — What. Who designed it. Sig- 
nification of the colors. What flag prior to this. 
Articles Confed. — What. When proposed. Who 
drafted. When to go into effect. 



^- 



MANUAL OF TOPICAL TEACHING CHARTS. 



EVENTS 
OF 

1778. 



French Alliance. — What. Franklin's services. 
Effect of Burgoyne's surrender. Aid from France 
previous to this. British commissioners. 

Evacuation Philadelphia. — Why. How. 
Change of commanders. Monmouth — Use for- 
mula. 

Cherry Val. and Wyoming.— Where. What. 
Result. 

Newport. — Why attacked. French aid. Re- 
sult. 

Clarke's Expedition.— Where. Why. What, 
incidents. 

Savannah. — Capture by British. Why France, 
Spain, and Holland went to war with England — 
Effect upon Revolutionary war. 



EVENTS 

OF 

1779. 



Why the war was carried to the South. 

Why no military movements until Fall. 

Savannah. — Account of the attempt to re- 
capture. Why a failure. Who was killed. 

Washington's Army. — Where. Its condition. 
Treatment of prisoners by British. What La 
Fayette did in France. 

British Raids. — Up the Hudson. In Con- 
necticut. 

Capture Stony Point. — Who. How. Why. 
Result. 

Sullivan's Raid. — Object. Where. Clinton's 
aid. Battle Chemung. Results of expedition. 

On the Ocean. — Our navy. What were Pri- 
^ vateers. What they did. Naval heroes. 



EVENTS 

OF 

1780. 



Winter Quarters. — Where. Why. Condition 
of army. 

Charleston. — How captured. Who. Results. 

Camden and King's Mountain. — Use formula. 

Southern Condition. — Treatment by the Brit- 
ish. What the Tories did. Exploits of Marion, 
Sumter, Pickens, and others. Greene sent in 
place of Gates. 

Arnold's Treason. — Review Arnold's previous 
career. Value of West. Pt. Cause of treason. 
Planning of Arnold and Andre. Capture of 
Andre. Arnold's flight. Death of Andre. 

French Aid. — Value to date. Arrival of French 
fleet. What it did. 

Finances. — Value Continental Bills. What 
Morris had done. 



MANUAL OF TOPICAL TEACHING CHARTS. 



EVENTS 

OF 

1781. 



Articles Confed. — Went into effect. Why the 
delay. 

Mutiny. — Where. Why. How. What was 
done. 

Covypens. — Why so called. Use Formula. 

Retreat of Americans. — Why. How. What 
Greene did. Cornwallis's efforts. Incidents. 
Result. 

Guilford Court House ; Hobkirk's Hill ; 
Eutaw Springs. — Use Formula. 

Review Greene's work. What the Southern 
patriots did. 

British raids in Vir. and Connecticut. 

Yorktown. — -Why Cornwallis went to Vir. 

Washington's plans. La Fayette's work. 

French fleet and army. Siege. Clinton's aid. 
Surrender. Effect. 

Condition of army and country to 1783. 

Why peace was not declared until '83. 

Points in the Treaty. 



REVIEW 

OF THE 

WAR. 



Cost to England, 
soldiers. 



To Colonies. Number of 



Value and kind of foreign aid. 

History of Congress during the war. 

Special services of Franklin, Jefferson, Adams, 
Hancock, Henry, Paine, Hamilton, Morris, dur- 
ing the war. 

Short biographies of noted officers. 

Short financial history of the war. 

Origin of terms, "Tory" and "Whig." 

Why England failed. 

Noted Buildings. 

Condition of the country from 1783 to 1 789. 



FORMATION 

OF 

CONSTITUTION. 



Review Articles of Confederation. 

Constitutional convention. — Where. When. 
Length of session. Noted men. President. Ob- 
ject. Why they made a 7tcw Constitution. The 

\ Constitution a series of compromises — Why, how, 
and what. Who put it in literary form. Inci- 
dents. Its reception by the people. Efforts of 
Hamilton, Madison, and Jay. When did it go 

>- into effect. Review its important features. 



► «. 



. — ^ ^ 

MANUAL OF TOPICAL TEACHING CHARTS. 23 



CONSTITUTIONAL HISTORY OF THE U. S. 



You are now about to commence the study of the most im- 
portant period of American History. It has been truly said, that 
history should not be merely a record of wars and battles. 
Much prominence should be given to the facts that are inter- 
woven with the nation's progress in civil matters. 

Our children are not, and never have been, sufficiently taught 
our country's ctvi7 history ; and this fact is painfully evident in 
the limited knowledge of past legislation possessed by those 
whom we choose to govern us, to say nothing of the warfare- 
loving spirit which such a training engenders. 

It is said that history repeats itself ; and, reasoning from 
this, we rightly infer, that the man who is familiar with past 
Political History will make a good legislator, since he will find 
his knowledge a just criterion for the settlement of present 
civil questions. 

It seems to me, then, that a proper study of our history, and 
especially of this period, should instil into the minds of our 
youth a respect for law, and give them n^dlcr and broader ideas 
in regard to Education and Labor ; in short, a proper study of 
history should tend to develop a spirit of patriotism. By ex- 
panding the intelligence, by humbling vanity and pride, history 
aids greatly in forming good citizens, and "in a republic, good 
citizenship is next to godliness." 



24 



MANUAL OF TOPICAL TEACHING CHARTS. 



( Elections. — Nomination — What. How done. 

Why. 

Vice-President. — How elected. Official duty. 
Salar)'. 

Electoral College. — What. Where. History 
of Washington's election. 

Inauguration. —What it is. When. How. 
Where. President's address. Salary of President 
Duties of President. Annual message. 

First Congress. — Where it met. How organ- 
ized. Election of members. Salary. Duties of 
both houses. Principal business first Congress. 
Constitutional amendments — What. How. Cab- 
inet — What. Duties. Washington's Cabinet. 
History Hamilton's financial plans. How, why, 
and where the capital was located. 

N. C. and R. I. — Why they did not accept 
Constitution sooner. 

Troubles. — Indian— Where. Why. Expedi- 
tions acamst them. Results. 



' French, 
settled. 



Cause. What was done. How 



Spanish. — Cause of trouble. How settled. 

English. — Cause. Jay's Treaty. How received. 

Algerine. — Cause. How settled. Why pay 
tribute. 

Internal. — Whisky rebellion. Why. How 
settled. 

Cotton Gin. — ^What. History of the invention. 
Effect upon cotton and slavery. 

Political Parties. — What parties. Origin. 
Principles of each. Leaders. Benefit of parties. 

States Admitted.— What. How admitted. 
What requirements. What is a Territory. 

Farewell Address. — What. Why. Effect 
upon people. 

Mt. Vernon, — A short history of it— past and 

present. 



MANUAL OF TOPICAL TEACHING CHARTS. 



25 



ADAMS, 

1797 

TO 

1801. 



Election. — By what paity. Meaning of elec- 
tion. 



French Difficulties. — Cause, 
terminated. 



Extent. How 



I Alien and Sedition Laws. — By whom passed. 
- Why. Provisions. How received. Results. 

Washington's Death. — When. How. Effect 
upon the people. 

Seat of Government. — Removal. Condition 
of the city. District of Columbia — What. Why 
^ formed. Extent. How governed. 



JEFFERSON, 

1801 

TO 

1809. 



r Elections. — What party. How elected. Mean- 
ing. Jefferson's policy. Annual Message. 

Louisiana Purchase. — Object. Why France 
sold it. Extent of La. Amount paid. Review 
the history of La. 

Troubles. — Tripolitan War — When. Why. 
Result. England and France — Causes, Orders, 
and Decrees. Effect upon U. S. Embargo Act. 
Results. 

Burr and Hamilton. — Cause of Duel. Ac- 
count of it. "The Code" at that period. Re- 
view the career of Hamilton. Review career of 
Burr, and give subsequent history. 

■> Lewis-Clarke Expedition. — Where. When. 
Why. Result. 



I2th Amendment. — Principal features, 
made. 



Why 



The Steamboat. — Who invented. Where. 
Improvements since. Effect upon commerce. 



West Point. - 

students enter. 



-Where. What. Effect. How 



Indian Policy. — An account of the dealings 
of the United States with the Indians (See a 
"Century of Dishonor"). 

Ohio.— Short account of North- West Territory. 



^ 



26 



MANUAL OF TOPICAL TEACHING CHARTS. 



MADISON, 

1809 

TO 

1817. 



{ Elections. — What party. Meaning of elec- 
tion. 

Indian War. — Where. Cause. Account of it. 

War of 1812. — Causes (see Chart). How- 
were these causes of war. Why the Federalists 
opposed the war. 

War Policy. — United States — Why invade 
Canada and how. On the ocean. Great Britain 
— Blockade of coast. Draw a map of theatre of 
the war. 

Hull's Campaign. — Where. Why. Results. 

Queenstown's Heights. — Why a failure. 
What are Militia. 

Naval. — Condition of U. S. navy. Of the 
English. Short account of naval battles (see 
Chart). What are Privateers. Letters of Marque. 
What Privateers did. 

1813. — Account of plans to invade Canada. 

Capture York by army of the center. 

Army of the west — Commander. Account of 
Forts Stephenson and Meigs. Battles on Lake 
Erie and The Thames — Use formula. See Chart 
for naval battles. Account of Indian war in 
south. 

1814. — Battles (see Chart) — Use formula. 
Ravages — On the coast of N. E. Capture of 
Washington. Attack on Baltimore. Account of 
" Star-Spangled Banner." See Chart for naval 
battles. 

Hartford Convention. — What. Why. Its 
political effect. 

Points in the Treaty of Peace. 

Battle of New Orleans. — Use formula. 

Sum up the results of the war. 

War V7ith Algiers. — Cause. What was done. 
Results. 

1 U. S. Bank. — Review its History. Why re- 
chartercd. What opposition. 



MANUAL OF TOPICAL TEACHING CHARTS. 



27 



MONROE, 

1817 

TO 

1825. 



Elections. — What party, 
tion of politics. 

Prosperity. — Condition of the country. 

Indian Troubles. — Where. Cause, 
done. Result. 

Florida Purchase. — When. Why. 
Amount paid. Gain to U. S. 

Erie Canal.— Wliere. Cost and length. 



Meaning. Condi- 



Why. 
What 

Area. 



Why 



What agitation about internal 



built. Effect, 
improvements. 

Mo. Compromise. — Cause. Clay's efforts. 
Provisions. Efl'ect. Review the slavery question. 

Monroe Doctrine. — What. Author of it. 
Caused by "The Holy Alliance " and rebellion in 
South America — Why. 

An account of La Fayette's visit. 



J. Q. ADAMS^ 

18L»5 

TO 

1829. 



Election. — What party. How elected. Mean- 
ing. 

Tariff. — Origin of word. Tariff in Europe. 
Define the two kinds — Revenue and Protection. 
Action of Congress. Why any opposition. 

Champions of it. 

Death of Jefferson and Adams. — Review 
career of each. 

Internal Improvements. — Position taken by 
political parties. Why. Railroads — Who in- 
vented. Account of first R. R. and cars. Effect. 
Compare American and English railroads and 
business management. What reforms needed. 



JACKSON, 

1829 

TO 

1837. 



Elections. — What parly. Meaning of the 
election. 

Spoils System. — ^What it is. When, how, 
and why it originated. What Jackson did. 

Finance. — U. S. Bank — Why vetoed. Effect. 
Public lands — What. How surveyed. How sold. 
Speculation in lands. What was the Specie 

Circular. Why issued. Effect. How and why 
the Public Funds were distributed. 

Tariff. — Nullification — What and why. What 
compromise. Clay's efforts. Webster and Hayne. 

Internal Improvements. — What was done. 
What about " Pocket Vetoes." 

Indian Troubles. — Account of Black Hawk 
war. History of Indian Territory. Why and 
how the Cherokees were removed. What trouble 
with Seminoles. 

Political Parties. — Republican - Democrat. 
Its principles. Leaders. Whigs — Organization. 
Principles. Leaders. Efforts. Anti-Masons — 
t Why organized. Principles. Leaders. Effect. 



28 



MANUAL OF TOPICAL TEACHING CHARTS. 



TAN BDREN, 

1837 

TO 

1841. 



Election. — What party. Meaning of election. 

Finance. — Distributing Public Funds. History 
of State Banks. Wild speculation. Account 
of the Specie Circular. Excessive importation. 
Fire in N. Y. How were these causes of the 
panic of 1837. Action of Congress. What was 
the Sub-Treasury Bill. Its effect. 

Relation with England. — Short history of the 
Canadian rebellion. 

Progress. — At the end of the first half century, 
make the following review : 

Immigration — Why. Number. Nationality. 

EiTect. 

Commercial — What. How. Compare with 
England and France. 



Political — What. 
Statesmen. 



Why. How. Leading 



Educational — What. Public schools in 
North and South. Educators. 



Literary— Noted productions. 
thors. Newspapers. 



Noted au- 



Religious 
Churches. 



AVhat. Noted Ministers. 

Inventions — What. Inventors. Effect. 



HARRISON 

AND 

TYLER, 

1841 TO 1845. 



Election. — What party. Meaning of election. 

Harrison's Death. — Cause. Effect. Tyler's 
position. 

Troubles.— Veto of Bank Bill. Effect. Bound- 
ary line — Where. How settled. Account of 
Dorr's rebellion. 

Texas. — Short history. What opposition to 
annexation — Why. When and how did it become 
a part of the U. S. 

The Telegraph. — What. Who invented. 
Short history of it— past and present. 

Mormons. — Origin of sect. History of Mor- 
mon Bible. Leading men. Troubles in Mo. and 
111. Emigration to Utah. 



MANUAL OF TOPICAL TEACHING CHARTS. 



29 



POLK, 

1845 

TO 

1849. 



Election, — What party. Meaning of election. 

Account of settlement of North-western Bound- 
ary. 

Mexican War. — Cause. Why unpopular in 
New England. Draw a map of the field of oper- 
ation, and use as in Revolutionary War. 



Taylor's Campaign. — Where. Object. Short 
account of battles. Result. 

Scott's Campaign. — Where. Object. Short 
account of march to City Mexico. How the city 
was defended. Capture. 

Campaign in Cal. — Account of Fremont's 
work. What Sloat and .Stockton did. Account 
of Kearny's expedition. Results. 

Treaty of Peace. — Where. Why. Provisions. 
Cost and gain. Why our army was always suc- 
cessful. 

Gold in Cal. — When, how, and where dis- 
covered. Effect. 



Wilmot Proviso 

Effect. 



What. Why offered. 
Parties. — What. Their principles. Leaders. 



TAYLOR 

AKD 

FILLMORE, 

1849 

TO 

1853. 



( Election. — What party. Meaning of election. 

California. — Why it wished to be admitted. 
Had it been a Territory. What opposition lo 
admission. Compromise Act — What called. 
Name its seven points (see Johnson's History of 
Politics). Why these points were made. Effect. 
Clay's work. 



Taylor's Death. — When. 

Troubles. — Filibustering 
Result. 



Cause. Effect. 
- What. Where. 



Fisheries — What trouble. How settled. 

Arctic Expeditions. — Object. Voyages. Re- 
sults. 

Death of Calhoun, Clay, and Webster. — Re- 
^ view the career of each. 



3° 



MANUAL OF TOPICAL TEACHING CHARTS. 



PIERCE, 

1853 

TO 

1857. 



f Election.- — Wlmt party. Meaning of election. 
Japan. — What treaty. Why made. Result. 
What. Why. Area. 



Gadsden Purchase. 

Amount paid. 

World's Fair. — Whore. Object. Results. 

Kansas-Nebraska Bill. — Origin. Provisions. 

Autlior. Effect. 



l^ Parties. — See Chart. Principles. Leaders. 



BUCHANAN, 

1857 

TO 

1861. 



Election. —What party. Meaning of election. 

Mormon Trouble. — Cause. Result. Review 
history of Mormons. 

Telegraphic Cable. — Where. How laid. 
Who. Describe it. Number at present. Effect. 

Dred Scott Decision. — What. Why made. 
Effect. 

John Brown Raid. — When. Where. Why. 
Result. Effect upon the country. 

Secession. — What. Why. Attitude of the 
President. 



LINCOLN, 

1861 

TO 

1865. 



C Election. — What party. Meaning. History 
of political parties at this period. 

Montgomery Convention.— Why held. What 
was done. 

Southern Confed. — What States. Capital. 
Points in their Constitution. Slavery. 

Civil War. — What. Causes — See Ridpath 
and Vol. I of Draper. Condition of army and 
navy. War efforts in the South. Capture of 
.Sumter. Effect. Draw a map of the field of 
operation, and use as in Revolutionary War. 



Campaigns in W. Vir. and Mo. 
Officers. Results. 



Object. 



Battle Bull Run. 

North and South. 



-Use Formula. Effect upon 



Blockade.— What. Object. Extent of coast. 
Why difficult. Our navy. What T'ngland did. 

Foreign Relations. — Attitude of England, 
L France, and others. Account of the Trent affair. 



MANUAL OF TOPICAL TEACHING CHARTS. 



31 



CIVIL WAE, 

18G2. 



Plan of the Campaign. — Sec Chart. What 
preparations. Officers. General-in-Chief. 

Forts. ^ — Account of capture of Forts Henry 
and Donelson. Effect of the capture. 

Battle of Shiloh. — Use P'ormula. Noted 
General killed. 

Bragg's Expedition. — Where. Why. Perry- 
ville. Result. 

Western Battles. — See Chart and use For- 
mula. 

Mississippi River. — See Chart and use For- 
mula. 

Coast. — Account of capture of forts on coast of 
N. C, S. C, Ga., and Fla. Effect. Monitor and 
Merrimack — Where. History and description of 
both vessels. What was done by Merrimack. 
Result of fight. Effect upon naval warfare. 

Peninsula Campaign. — Where. Who. Ac- 
count of it. Result. 

Jackson's Raids. — Where. Why. Effect. 

Lee's Invasion. — Where. Why. Battles. 
Result. 

Fredericksburg. — Use Formula. 



CIVIL WAR, 

1863. 



Emancipation. — Preliminary in '62. Date. 
Provisions. Effect. 

The West. — See Chart and use Formula. 

The East. — Change in officers. Chancellors- 
ville — Use Formula. Lee's second invasion — 
Why. Where. Gettysburg — Use Formula. 

Coast. — Account of siege of Charleston. Cap- 
ture Galveston. 

Draft Riot. — What is a draft. How made. 
Trouble— Where. Why. Result. 



CIVIL WAE, 

1864. 



Lieutenant-General. — Who. Why. Previous 
officers of this rank. 

Campaigns. — Grant's plans. Account of his 
operations. .Sherman — Where. Obj<:rt. Cap- 
ture of Atlanta and march through Georgia. 
Thomas — Where. Fight with Hood. Result. 
Raids — What Early and Sheridan did. 

Red River Expedition. — Object. Who. 
Result. 

Coast. — Capture Wilmington and forts of 
Mobile. Effect. 

Con."ed. Cruisers. — Where made. Kind of 
vcs-cls. Nassau — Where and what. Alabama 
and Kearsarge. Effect of blockade running upon 
L the war. 



—^ 



"V- 



32 



MANUAL OF TOPICAL TEACHING CHARTS. 



CIYIL WAR, 
1865. 



Movements. — Grant's. Where. What done. 
Sherman — Where. Object. Result. 
Surrender — Lee and Johnson. When. Where. 
Number men. To whom. Terms. 



Lincoln. — Account of assassination, 
upon the nation. Review his life. 



Effect 



Davis. — What, after fall of Richmond. What 
reward offered, and why. Account of capture. 
What was done with him. 



REVIEW 

OF 

CIVIL WAR, 

1861 TO 1865. 



Cost and Debt. — Number of soldiers killed 
and wounded on both sides. Amount of property 
destroyed and money expended on both sides. 
Debt of both. Effect on England. 



Finance. — Greenbacks — ■ What. Amount 
issued. Value at various times. General effect. 
Account of Confed. currency. 

Banks — Kind. When. How secured. Effect. 

National Bonds— What. Amount issued. In- 
terest. When due. Value. 

Confed. Bonds — Amount issued. Who bought 
them. Value. Cotton. 

Commissions. — Account of Sanitary and 
Christian. 

Conduct of War. — Principal plans of Nation 
and of Confederacy. General-in-Chiefs of both. 
Prominent officers. Equipment of soldiers. Mil- 
itary inventions. 

Results. — Abolition of slavery. Nationaliza- 
tion. 



i 



MANUAL OF TOPICAL TEACHING CHARTS. 



IZ 



JOHNSON, 

1865 

TO 

1869. 



How made President. Short biography. 

What. Why. 



Amnesty Proclamations 

Effect. 



13th and 14th Amendments. — Points in each. 
Why made. Effect. 

Reconstruction. — What. Account of John- 
son's plan. 1 'Ian of Congress. Which prevailed. 
States admitted. Effect. 



French in Mexico. — When, 
was done. Attiiude of the U. S. 



Wliy. What 
ResuUs. 



Congress. — See Chart — Why passed. Provi- 
sions of each. Effect. 

Impeachment of President.— What. Why. 
Account of the trial. Result. 

Alaska. — Why bought. Of whom. Area. 

Amount paid. Value. 

Chinese Treaty. — What. Why. Effect. 

Atlantic Cable. — Projector. How laid. Cost, 
t Result. 



GRANT, 

1869 
TO 

1877. 



Elections. — What party. Short history of both 
elections. 

15th Amendment. — What. Why. Provisions. 

Effect. 

Washington Treaty. — What. Why. Provi- 
sions. Alabama claims — What. Plistory of the 
settlement. 

Fishery Trouble — What. How settled. Bound- 
aiyinN.W. What. Who. Result. 

Reconstruction. — What States. Condition of 

South. 

Pacific R. R.— Where. Length. Why built. 
How built. Cost. 



Where. Amount destroyed. 



Great Fires. 

Effect. 

Finance. — See Chart — Short account of each. 

Indian Affairs. — Number of Indians. Con- 
dition. Where. Agents. 

^ Death of Noted Men— Who. 



34 



MANUAL OF TOPICAL TEACHING CHARTS.. 



HAYES, 

1877 
TO 

1881. 



Election. — What party. History of election. 

Electoral Commission. — What. Why. Re- 
sult. 



Civil Sei-vice Reform. 

Wlial was done. 



What is meant. 



Southern Policy. — What was done. Effect. 
Silver Bill. — Why. Provisions. Effect. 

Chinese Bill. — What. Action of President. 

Why. 

Grant's Tour. — Where. Object. History. 



GAUFIELD 

AKD 

ARTHUR, 

1881 TO 1885. 



,' Election. — What party. Meaning of election. 

Civil Service. — Power of President to nomin- 
ate. Power of Senate. What is the "Boss 
System." Account of trouble between the Pres- 
ident and Conkling. 

Assassination of Garfield. — Why. How. 

Effect upon the country. 

The Assassin. — Who. Trial. Punishment. 

Arthur as President. — Principal events in his 
term. 

Progress. — Immigration — Why. Nationality. 
Number. Effect. 

Commercial — What. How. Compare with 
\ European nations. 

Political — Review career of prominent States- 
men. What reforms. 

Educational — Compare past and present sys- 
tems. Educators. Questions of to-day. 

Literary. — Noted authors — their works. News- 
papers. 

Scientific — Scientists. What each has done. 

Religious — History of denominations. Noted 
ministers. 

Inventions — What. Who. Effect. 

Military — Improveinents in ordnance. Forti- 
fications. Discipline. Navy. 

Territorial Growth — Review acquisition of 
territory. Admission of States. Condition of 
L Territories. 



_ 1^ 

MANUAL OF TOPICAL TEA CLUNG C LI ARTS. 35 



QUESTIONS FOR DISCUSSION, 



Origin and history of the following terms : 

American Fabius. Brother Jonathan. Uncle Sam. Swamp 
Fox. John Bull. Cradle of Liberty, Old Dominion. Ex- 
pounder of the Constitution. White House. Rough and Ready. 
Old Ironsides. Stonewall Jackson. Little Giant. Squatter 
Sovereignty. Old Probabilities. Dixie. Whig. Tory. Know- 
Nothings. Sage of Monticello. Old Hickory. Find other 
terms, and give history. 

Discuss the measures proposed by the Republican party to- 
day on Money, Legal Tender, Banking, Revenue, Taxation, 
Public Improvements, Limitation of Federal Authority, Civil- 
Service Reform, Free Trade, Protection, Immigration, Natural- 
ization, Suffrage, Public Lands. 

Make the same examination as to the Democratic party. 

Enumerate the mistakes and bad measures of Government, 
as supported by the dominant parties in the past. 
Why local issues should be independent of party. 
Good and bad points in your State Constitution. 
The influence of the different races on the nation's history. 

The modification of histor}^ by physical features of the 
country. 

The history of places, lands, and waters, suggested by the 
nam.e. 

Influence of women upon progress of the country. 

A history of the rise and fall of slavery. 

The influence of the most celebrated inventions. 

The influence of foreign nations in wars, in commerce, in 
education. 

The influence of freedom of conscience, of schools, of speech 
and press, of ballot. 

Progressive changes in living, dwellings, furniture, art decor- 
ations, dress, food, literature and newspapers, etc., etc. 



36 MANUAL OF TOPICAL TEACHING CHARTS. 



PHYSIOLOGY. 



The chief purpose of this study, as a branch of common 
school instruction, should be, to give useful, practical knowl- 
edge of the laws of health. Too much attention is usually- 
given to memorizing technical terms of anatomy. Only those 
terms should be introduced that are necessary, in order to deal 
intelligently with the main subject. 

The black-board may be used to good advantage b}' the 
pupils in representing various parts of the human body; " but, 
for several important parts of the subject, there is no better 
apparatus than that which can be procured at any butcher's 
shop, such as the lungs and windpipe of a sheep ; the heart and 
diaphragni ; the brain and the bony cavity which contains it ; 
the eye ; portions of the spinal cord and nerves ; portions of 
limbs showing the relations of muscles, tendons, ligaments, and 
joints, etc., etc." 

By a little study and practice, any teacher can acquire the 
skill necessary for a proper dissection before the class of all im- 
portant parts of the bodies of animals. 

The following books are recommended as good works for the 
teacher's desk : 

Physiology for Practical Use. — By James Hinton, $2. 
The Youth's Health Book. — Harper's Half-Hour Series, 25c. 
Healthy Houses. — Harper's Half-Hour Series, 25c. 
How to Take Care 0/ Our Eyes. — By Dr. H. C. Angell, 50c. 
Five Senses of Man. — By Julius Bernstein, $1.50. 
Dalton's, Cutter's, Steele's, and Hutchinson's School Physi- 
ologies. 



MANUAL OF TOPICAL TEACHING CHARTS. 



37 



THE 

HUMAN 

SKELETON. 



See Chart for number, arrangement, etc., of 
bones. 

The Skeleton. — Uses of the skeleton. Num- 
ber of cavities. Why it is the image of death. 
Analyze poetry on Chart — "Lines on a Skeleton." 

The Skull. — Shape and size in different races 
and persons. Number and names of bones. 
Structure — How and why. Articulation. 

The Face. — Number. Names. Forms. 
Functions. 

Spinal Column. — Number, Names. Struc- 
ture and form. How held together. Movements. 

Canal. 

Pelvis. — Number. Names — Origin. Functions. 

Ribs and Sternum. — Number. Names. Func- 
tions. Cavities — Contents. Effects of fashion. 

Os Hyoides. — Position. Form. Function. 

Shoulder. — Number. Names. Form. Func- 
tions. Articulation. 

Arm and Hand. — Number. Names. Form. 
Functions. Articulations. In what lies the per- 
fection of the hand. 

Leg and Foot. — Number. Names. Form. 
Articulations. Functions. What makes the step 
elastic. 

Composition. — Earthy and animal — Why. 
Experiments to show animal and mineral. 

Structure. — Usually an outer and an inner 
plate, with cellular substance between — Why. 
Marrow — What, Where. 

Growth and Repair. — Ossification — What 
and how. Circulation of blood. How a broken 
bone is repaired. 

Forms. — See Chart. Object of different forms. 

Uses. — See Chart. What bones are levers, 
and what protect organs. 

Joints. — See Chart. Kinds — Where and why. 
Cartilage — What, where, and why. Synovia — 
What and why. 

Membranes. — See Chart. Where. Structure. 
Functions. 

Ligaments. — What. Where. Form. Func- 
tions. Difference between ligaments and tendons. 

Hygiene.— Define. Effects of exercise upon 
bones. Of dififerent qualities of food. Of natural 
and unnatural positions. 

Diseases. — See Chart. Cause. Effect. Treat- 
ment. Select questions from Steele, p. 38, and 
^ Dalton, p. 40. 



38 



MANUAL OF TOPICAL TEACHING CHARTS. 



THE 



MUSCLES. 



f Analysis. — Structure — See Chart. Describe 
each. 



Attachment. — What is meant by origin and 
insertion. Tendons — Structure, Functions, 

Strength, Size. 

Arrangement. — See Chart. Number of layers 
in different parts — Why. Number of muscles in 
the body. 

Functions. — See Chart. What is meant by 

voluntary and involuntary. Define flexion and 

extension. Why muscles contract and relax — 
Effect. 

Form.— See Chart. Why of different form. 

Strength. — What causes difference in strength 
of people. Compare with lower animals. 

Color. — In different parts of the body, in differ- 
ent animals — Why. 

Muscular Sense. — What it is. See page 72, 
Hooker's New Physiology, or page 51, Steele's. 

Exercise and Rest. — Object of exercise. 

What kind to take. Amount. Time. Sunlight 
and pure air. Effects. Value of calisthenics and 
gymnastics. Compare ancient and modern kinds. 
Analyze poetry on Chart — "Muscular Exercise." 
Rest — Object, Time, Amount. 

Fat. — What it is. Where. Its use. 

Diseases. — See Chart. Cause. Effects. 

Treatment. 

Read chap. 24, Youth's Health Book, and chap. 
19, Ilinton. 

Select questions from Steele, page 57, and 
Dal ton, page 40. 



MANUAL OF TOPICAL TEACHING CHARTS. 



39 



{ Structure.— See Chart. Describe each. Use 
of each. 

Functions. — Plow and why protective. Re- 
moval of waste matter by the skin — What and 
how. Absorption — What and how, Effect. 



Glands. 

Functions. 



See Chart. Where. Describe. 



Connective Tissue. — What it is. See Steele, 
page 66. 

Color. — What. Where. How and why it 
differs in various races. * Tan and Freckles — 
What, Cause, Effect, How to remove. 

Bathing. — Object. Kinds — Water, steam, 
sun, etc. Time. Effects. Compare ancient and 
modern plans. Read chapter 8, Hinton, and 
Hutchinson — notes between pages 52 and 53. 



Perspiration. — What is sensible — insensible. 
Cause. Functions. 



Cosmetics. — What. Why used. 
Best. — Read poetry on Chart. 



Effects. 



Clothing. — Its uses. Kind and color for differ- 
ent seasons. Silk, cotton, wool, linen, furs — 
when and how to wear. Ancient and modern 
compared. Effects of fashion. 

Integuments. — Hair — Functions, Structure, 
How it grows. Cause of color, Change of color. 
Nails — Functions, How they grow. Care of. 

Membranes. — Mucous — What and where, 
Use. Serous — What and where, Use. 

Kidneys. — Location. Shape. Functions. 

Diseases. — See Chart. Cause. Effects. Treat- 
ment. Read chapter 29, Health Book, and chap- 
ter 7, Hinton. Select questions from Steele, images 
^ 79 and 80, and Hutchinson, page 52. 



40 



MANUAL OF TOPICAL TEACHING CHARTS. 



FOOD 

AND 

DRINK. 



{ Chemistry. — See Chart. Define and give ex- 
amples. Use of each kind. 

Uses. — See Chart. Kind of food for each. 

Kinds. — Animal and vegetable — Different 
kinds and value of each. Compare food of ancient 
and modern people. 

Hunger and Thirst. — Cause. Effects. How 
satisfied. Seat of hunger and thirst. 

Stimulants. — Name and state effects. History 
of — ancient and modern. Analyze poetry on Chart 
— " Look not upon the wine." 

Quantity and Quality. — Depends upon what. 
Effect of climate. Define good and poor food — 
Effects of both. National foods. What minerals 
in food and drink. 

'Climate. — Effect upon the production. Why 
people in different climates and seasons use differ- 
ent food and drink. 

Preparation. — Why food is cooked. Effects 
of bad cooking. Compare ancient and modern 
cooking. What attention among nations to-day. 

Read chapters 20, 21, 22, and 23, Health Book. 
.Select questions from Steele, page 156, and 
Hutchinson, page 79. 



DIGESTION. 



f Teeth. — Structure. Parts. Temporary and 
permanent. Number and names. Cause of decay 
and toothache. How to preserve. Functions. 
Dentistry. 

Tongue.— .Structure. Functions. 

Salivary Glands. — What. Where. Names. 
Functions. 

Pharynx and Oesophagus. — Describe. 
Functions. 

Stomach. — Position. Structure. Orifices. 
Functions. Gastric Juice. Sympathy between 
stomach and mouth. 

Liver and Pancreas. — Location. Shape and 
size. Functions. 

Intestines. — Location. Arrangement. Struc- 
ture. Functions. 

Lacteals and Mesenteric Glands. — Location. 
Structure. Shape. Functions. 

Thoracic Duct. — Location. Extent. Func- 
tion. 

Spleen. — Location. Shape. Origin of name. 
Function. 

Processes of Digestion. — See Chart. Des- 
cribe each. 

Diseases. — See Chart. Cause. Effects. 
Treatment. 

Read chapter 6, Hinton, and chapter 18, Health 
"^ Book. Questions on page 116, Dalton. 



MANUAL OF TOPICAL TEACHING CHARTS. 



— ^ 



41 



CIRCULATION. \ 



Heart. — Location. Shape and size. Cavities. 
Compare two sides. Valves — Structure and use. 
Its sheath. Describe its action. Disease.s. Words 
derived for heart — Hovif and why. 

Arteries and Veins. — Structure. Ramifica- 
tions. Functions. Origin of names. Cause of 
circulation in each. Pulse. How to distinguish 
between arteries and veins. Capillaries — What, 
Where, Functions. 

Lymphatics. — Location. Structure. Func- 
tions. Communications. Absorbents — What, 
Where, Functions. 

Kinds.— See Chart. Describe each. Object. 

Blood.— Composition. Color — What, Cause. 
Quantity. Glol)ules. Change— What and where. 
Coagulation — What and wfiy. Functions. 

Diseases.— See Chart. Cause. Effects. Treat- 
ment. 

History of discovery of circulation. 
Read and analyze poetry — "The Living Tem- 
ple." Read chapter 11, Hinton. Questions — 
l^ Steele, page 129; Dalton, page 157. 



EESPIEATION. 



Nose and Larynx.— Describe each. Func- 
tions. 

Trachea and Bronchia. — Location. Struc- 
ture. Functions. 

Lungs.— Location. Shape and size. Structure. 
Function. Compare with lower animals. Effects 
of compression. 

Air Cells.— What. Where. Function. How 
the interchange of gases takes place. 



Structure and 
Effect 



Diaphragm.— What. Where, 
shape. Functions. 

Muscles.— What. Where. Names, 
of action. 

Movements.— What. How made. Object of 
breathing. 

Air.— Composition. What impurities. Read 
first 12 chapters, Health Book. 

Animal Heat.— What the normal temperature. 
How produced. Read chapter 10, Dalton. 

Diseases.— See Chart. Cause. Effects. Treat- 
ment. 

Read chapters 10 and 16, Hinton. Questions 
^ on page 99, Steele, and page 147, Hutchinson. 



42 



MANUAL OF TOPICAL TEACHING CHARTS. 



NERVOUS 



SYSTEM. 



' Brain. — Divisions. Structure. Composition. 
Functions. Membranes. Size. Amount of blood 
required. 

Spinal Cord. — Wliere. Structure. Compare 
arrangement of white and gray matter with brain. 
Connection between cord and brain. 



Cranial Nerves. — Number. 
Structure. Functions. 



Distribution. 



Spinal Nerves. — Number. Arrangement. 
Extent. Functions. • 

Sympathetic System. — Where. Structure. 
Extent, Functions. 

Functions. —See Chart. What is meant by 
each. 



Nervous Tissue. — What kinds, 
properties. 



Peculiar 



Motion and Sensation. — What nerves the 
seat of each. Effects of injury. What is nerve 
force. 

Reflex Action. — What. Its use. See pages 
165-6-7, Hutchinson. 

Sleep. — Cause. Effect upon the brain. 
Amount necessary at different periods of life. 
Best time. Effect of sleep by medicine. Dreams. 
Read chapters 14 and 15, Hinton. 

Mental Work. — How it compares with physic- 
al in effect upon a person. Amount in a day. 
Read and analyze poetry — "Advice to a Hard 
Student." 

Pain. — What. Effects. Its use. 

Diseases. — See Chart. Cause. Effects. Treat- 
ment. 

Read chapter I, Hinton. Select questions from 
^ Steele, page 175-6, and Hutchinson, page 176. 



-^ 



MANUAL OF TOPICAL TE AC LUNG CHARTS. 



43 



THE EYE. 



Form. — What. Why. Orbit — Describe it. 

Coats. — See Chart. Location. Structure. 
Mepning of names. Functions of each. 

Humors. — See Chart. Location. Structure. 
Shape. Functions. 

Eyebrows, Lids, and Lashes. — Describe 
each and give functions. 

Lachrymal Apparatus. — Locate and describe. 
Functions. Use of tears. 

Muscles. — Number. Arrangement. Attach- 
ment. Functions. 

Optic Nerve. — Describe and give (unction. 

Color. — What and where. Describe the pupil. 

Seeing. — Mow objects are seen. Why seen 
erect. Draw a diagram to illustrate. Advantage 
and influence of two eyes. 

Education. — What kind. How to educate. 
Effect of culture. 

Abuse. — How the eyes are injured. Effects. 

Diseases. — See Chart. Cause. Effects. Treat- 
ment. 

Read chapter 3, Hinton, and "How to Take 
^ Care of our Eyes." 



^ External. — See Chart. Describe. Functions. 

Drum. — Its technical name. Location. Struc- 
ture. Functions. 

Tympanum. — Locate and describe. Bones — 
Names, Shape, Articulations, Use. Openings 
— Describe and give functions of eustachian tube, 
fenestra ovalis, and fenestra rotunda. 



Labyrinth. — See Chart, 
functions. 



Describe and give 



THE EAB. \ Auditory Nerve.— Where and how situated. 

Function. 

Hearing. — Describe process. Short account 
of sound. Flow educated — Effects. 

Ear- Wax. — What. Where. Functions. 
Abuse of. 

Diseases. — See Chart. Cause. Effects. Treat-, 
ment. 

Read chapter 2, Hinton. Use questions on page 
i, 194, Steele, and 350, Dalton. 



44 



MANUAL OF TOPICAL TEACHING CHARTS. 



TASTE. 



Tongue. — How it is a© organ of taste. Pa- 
pillae — What, Where, Functions. What parts 
distinguish sour, sweet, and bitter flavors. 

Nerve. — Name. Function. 

Use and Abuse. — Object. Relation to other 
senses. How it is abused. Education — What, 
How, Effects of culture. 

Read chapter 5, Hinton. 



SMELL. 



r Nose. — This sense in what part. Why in the 

nose. 

Nerve. — Name. Function. How it differs 
from other special nerves. 

Use. — Object. Compare with lower animals. 

Education. — What. How. Effects. * 

Injury, — How injured. Effect. 
*^ Read chapter 4, Hinton. 



VOICE. 



(" Locate and describe Larynx, Epiglottis and 
Vocal Cords. Functions. 

Speech. — What. How produced. How 

{ modified. 

Education. — What. How. Effects. 
Injury. — How injured. Effects. Treatment. 



-^ 



MANUAL OF TOPICAL TEACHING CHARTS. 



45 



DISEASE. 



' Define disease. Compare treatment in ancient 
and modern times. 

Food and Drink. — Effect in producing disease. 
Read chapters 15, 16, 17, 18, and 21, Health 
Book, and chapter 18, Hinton. 

Air, Dust, Miasma. — What is impure air. 
Effects of dust, of decaying vegetation and animals. 
Read chapter 6, Health Book. 



Ovenwork and Idleness. 

Read chapter 20, Hinton. 



Effects of each. 



Wounds. — Treatment — Compare ancient and 
modern. 

Read chapter 30, Health Book. 

Death. — What it is. Ancient and modern 
ideas. Ancient and modern ways of disposing of 
^ the dead. 



HEALTH. 



r Exercise. — Amount and kind of physical and 
mental, for preservation of health. How exercise 
affects health. 

Read chapters 20 and 21, Hinton. 

Ventilation.— What. Best methods. 

Read "Ventilation and Warming" in ^^ Healthy 
Houses,^'' and chapter 16, Hinton. 

Drainage and Sewerage. — Read "Sanitary 
Inspection "in " Hcaltliy Houses. " 

Cleanliness. — How it promotes health. 

Temperance. — What. Compare customs of 
ancient and modern peoples. 

Medicines. — Wliat. Their uses. Their abuses. 
Patent medicines. 

Disinfectants. — What. When and how to use. 

Antidotes. — What. When and how to use. 

'- Learn what to use for various poisons. 



46 MANUAL OF TOPICAL TEACHING CHARTS. 



GEOGRAPHY. 



I believe that all who are familiar with our common-school 
curriculum, will admit that too much time is devoted to the 
study of geography. Pupils commence the study at the age of 
eight or nine, and continue to memorize dry and useless details 
until they leave the grammar work at the age of fifteen or six- 
teen. Half of this time will suffice, if properly used. 

The Topical Chart for which this manual has been prepared, 
is intended for the last year's work in geography. All that has 
been said in regard to the advantages gained by teaching history 
and physiology topically, is equally applicable to geography. 

Swinton says, "Some geographers have been so much ab- 
sorbed in showing how the earth was built up, that they have 
forgotten that, on its surface is the toiling race of tfian, and that 
it is on his account chiefly that the earth is an object of interest. 
This we may call the hobby of the physical geographers. The 
hobby of the \)\xxc\y polilical geographers is the opposite of this. 
They overlook the fact, that man on the earth is subject to the 
physical conditions of the planet, and that in each region, these 
conditions determine, to a great degree, the pursuits, character, 
and total life of the people inhabiting that region." 

The great principles of astronomical geography, the structure 
and composition of the earth, the relations of the diiferent parts 
of the globe to each other, the contour and relief of continents 
and countries, the effect of mountains and plateaus, of ocean 
currents and prevalent winds upon climate and productions, and 
all of these upon the political and social condition of the inhab- 
itants of any country; these are the topics which may profitably 
occupy the time and engage the attention of teacher and student. 

The teacher who is desirous of fitting himself thoroughly for 
teaching this interesting science, will find the following books 
valuable : — Houston's, Guyot's, and Maury's Physical Geo- 
graphies; Harper's School Geography; Guyot's Earth and jMan, 
$1.50; Popular Astronomy, by Newcomb, $4; Elements of 
Geology, by Le Cont, $4 ; The Earth, by Reclus, $5 ; The 
Ocean, by Reclus, $5 ; Dana's Two Years Before the Mast, 
$1.50; Du Chaillu's Wild Life under the Equator, $1.50; 
Mayne Reid's Cliff Climbers and Giraffe Hunters, each $1.25 ; 
Kingston's Voyage Around the World, $2 ; Sparks from a 
Geologist's Plammer, by Winchell, $2 ; Land of Desolation, by 
Dr. Hayes, $1.75 ; Cheever's Island World of the Pacific. 



MANUAL OF TOPICAL TEACHING CHARTS. 



47 



Geography. — Astronomical, physical, political — define each. 

Earth's Position. — Draw a diagram on the board (see Chart), and 
locate the earth and other planets. Give distance in round numbers from 
the sun ; compare its distance with that of other planets. 

Earth's Orbit — -Define; draw a diagram on a level surface to illus- 
trate ; why elliptical in form ; compare form and length of orbit with orbits 
of other planets. 

Form. — Show how the following points are proofs of rotundity : — Cir- 
cumnavigation ; appearance of ships at sea; shadow on the moon ; appear- 
ance of Polar Star; appearance of clouds in the horizon; suspended weights; 
force of gravity ; analogy ; actual measurement. 

Oblate Spheroid — Define and represent by an object. Show how the 
following points are proofs that the earth is an oblate rphcroid : — Varying 
vibration of the needle; centrifugal force; analogy; measurement of de- 
grees of latitude. Show, by an experiment with clay, or with apparatus, 
the-effect of rotation in producing this form. 



Size. — Compare with other planets. Circumi'erence — what ; length in 
miles ; how ascertained. 

Diameter — What ; equatorial, 7924 ; polar, 7898 ; mean, 7912 ; round 
numbers, 8000 ; how ascertained. 

Area — Square miles of water, of land ; total ; how ascertained. 



Motions. — Rotation — define; what proofs. Rate per hour — about 
1000 miles. Direction. Effects. 

Revolution — Define. Draw a diagram (see Chart). What proofs. Di- 
rection. Time of revolution — rate, about looo miles a minute. Effects. 

Precession of Equinoxes — What. How ascertained. Effects. Illustrate 
by spinning a top. 

Through space with the Sun — How ascertained. Velocity — 3500 miles 
per hour. Effects. 



Inclination of Axis.^ — Define axis. Poles. 23° 28'. Direction toward 
North Star. Effects. 



48 



MANUAL OF TOPICAL TEACHING CHARTS. 



EFFECTS 

OF 

MOTIONS 

AND 

INCLINATION 

OF 

AXIS. 



Day and Night. — Cause. Cause of variation in 
length. Length at the Equator, at the Tropics, at 
the Poles. Effects of day and night. Where on the 
earth's surface do the days begin. 

Month. — Origin of name. Length of a lunar 
month. History of — see Encyclopedia. 

Year. — What. Length in days. History of — see 
Encyclopedia. 

Seasons. — What. Change — draw a diagram (see 
Chan), and show cause. What is meant by Vernal 
and Autumnal Equinoxes — Summer and Winter Sol- 
stices. History ol — see Encyclopedia. 

Latitude and Longitude. — Define each ; how 
reckoned ; greatest extent of each. Length of a 
degree in miles at the Equator. How and why de- 
grees vary from the Equator to the Poles. Uses. 
History of — see Encyclopedia. 

Time. — What. Name and define natural periods 
— artificial periods. What is solar time, sidereal 
time, mean time, time indicated by clocks. Indica- 
tion of time — ancient and modern ways. Relation of 
longitude to time. How to find longitude from time, 
and time from longitude. 

Circles. — Meridian — Define. Draw a diagram (see 
Chart) to illustrate position of the circles. Number 
and use of meridians. What is a prime meridian. 

Equator. — Define. Its use. Origin of name. 

Parallels. — What. Origin of name. Number and 
use. Show how they are small circles, and merid- 
ians great circles. 

Tropics. — Define. Origin of names. Distance 
from the Equator in degrees — in miles. Cause of 
position. Uses. 

Polar Circles. — What. Origin of names. Dis- 
tance from Poles. Cause of position. Uses. 

Zones. — Define. Number and names. Origin of 
names. Position and width. Boundary lines. 

The Ecliptic. — What. Where. Its use. 

Points of the Compass. — What are cardinal 

points. Origin of names. Other points. What is a 

compass.- What is " boxing a compass. " History of 

the compass. Use of the cardinal points. How to 

^ find these points. 



MANUAL OF TOPICAL TEACHING CHARTS. 49 



Hemispheres. — Define. Draw a map of Eastern and Western (see 
Chart). What meridian is the boundary between. 

Northern and Southern — Draw a map (see Chart), boundary line be- 
tween. Comparative amount of land and water in each. 

Land and Water — Draw a map (see Chart). Where is the center of the 
land hemisphere — of the water, boundary between. 



Map Projection. — Mercator's. Show by a map what is meant by 
Mercator's projection (see Harper, page 12). Advantages and disad- 
vantages of this projection. 

Orthographic — Define. Represent by a map, and give use. 

Stereographic — Define. (See Chart for kinds). 

Map Drawing. — For an excellent plan, see Harper, pages 7 and 124. 

Review Questions. — Show by a diagram, an angle, and what is meant 
by degrees, minutes, seconds. How often does the sun rise in the East 
in a year — why. What peculiar advantages does the earth have in regard 
to place in solar system. Velocity of motion. Eccentricity of orbit, and 
inclination of axis. If the earth's axis were perpendicular to its orbit, 
what imaginary lines would be removed. Compare the earth with same 
bulk of water. How is the weight of planets determined. Distance from 
earth to sun, and distance between planets determined. What may be 
called the prime parallel. How does the North Star indicate latitude. 
How may you find the North Star. What is there in the Southern Hem- 
isphere to aid in determining latitude. What zones are not belts. What 
prevents the earth from flying, off into space — from falling into the sun. 
Prove that the earth is an oblate spheroid. Prove that it rotates. What 
is meant by sensible and rational horizon. Define Zenith and Nadir, 
Perihelion and Aphelion. What are the directions of the earth's motions. 
Suppose the sun were suddenly destroyed, how would the earth move. 
What is the Zodiac. Show by a diagram that the earth does not move 
with the same velocity in all parts of its orbit. Compare rotation at the 
Equator and at the Poles, etc., etc. 



50 MANUAL OF TOPICAL TEACHING CHARTS. 



THE SUN, MOON, STARS, AND COMETS. 



See Chart for topics to discuss. If not full enough, the fol- 
lowing, from Guyot, may be used : 

I. Bodies composing the Solar System. 

1. Sun, its rank. 

2. Primary Planets, their number. 

3. Satellites, number and relation to Primaries. 

4. Asteroids, number and size. 

5. Comets. 

6. Grouping of Planets. 

II. Primary Planets. 

1. Relative position. 

2. Comparative size. 

a. Law of increase. b. Size of first group. c. Size of 
second group. d. Total mass compared with sun. 

3. Comparative density. 

a. Law of decrease. b. Specific gravity of small planets. 
c. Specific gravity of Jupiter and Saturn. 

4. Planetary distances. 

a. Law of increase. b. Distance of small planets from 
sun. c. Distance of great planets from sun. 

5. Satellites. 

a. To which group belonging, b. Number accompanying 
each great planet. 

III. Movements within Solar System. 

1. Rotary motion. 

a. Direction, b. Resulting measure of time. c. Centre. 

2. Revolution around the sun. 

! Primary planets. 
Asteroids. 
Satellites. 

b. Measure of time. c. Revolution of comets. 

3. Velocities of planetary motions. 

a. Law of variation in revolution. Examples. b. Law 
of variation in rotation. Examples. 

4. Time of revolution. 

a. Law of variation. Example. 

5. Axis of rotation. 

a. Law of position. b. General effect of inclination. 
c. Earth, degree of inclination. Results. d. Venus, 
supposed degree of inclination. Results. 

6. Eccentricity of orbits. Definition. 

a. Mercury, comparative eccentricity. Results, b. Earth, 
comparative eccentricity. Results. 

Illustrate eclipses and phases of the moon by diagrams. See Chart. 

The Sun and Moon. — Study the means by which the distance, size, 
nature, and condition of these bodies have become known. Make a more 
complete list of topics for these. 



H<- 



AIANUAL OF TOPICAL TEACHING CHARTS. 51 



GEOLOGY AND CHEMISTRY. 



Define geology and chemistry, and state the difference between geology 
and physical geography. 

Primary State. —What. State the nebular hypothesis. 

Cooling. — Cause. State the general effects. 

Convulsions. — Earthquakes — define. Kinds of earthquake movement. 
Effects — good and bad. Distribution. Theory of Earthquakes. History 
of — ancient and modern. 

Volcanoes. — Define and describe. Distribution. Causes of volcanic 
action. Effects. Historj'. 

Slow Changes of Level. — Give an a,ccount of the slower changes of 
level that are constantly taking place in various parts of the earth, where 
rising, where subsiding. Probable cause. 

Rocks. — Define. Classification — according to origin, igneous or aque- 
ous ; to condition, stratified,, unstratified, and metamorphic ; to arrange- 
ment of particles, crystalline or fragmentary ; to contents, fossiliferous or 
non-fossiliferous ; to constituents, siliceous, calcareous, &c. ; to time of 
formation, primary, secondary, or tertiary. Describe these classes. 

Geological Ages. — See Chart. Give a brief account of each. Spec- 
ulations as to the age of the earth. 

The Interior. — How we have obtained knowledge of the interior. 
Depth of exploration. Rate of increase of heat. Theories of condition of 
the interior (see Le Cont, page 80). 

Land. — Composition — number of elements; describe principal ones. 
Changes — state and describe the changes in land made by winds, moisture 
— rain and frost, running water, action of waves, and by man. Divisions 
■ — name and describe the various natural divisions (see Chart). 

Water. — -An account of its elements (see Chemistry). Divisions — Name 
and describe (see Chart). 

The Atmosphere. — Extent — how ascertained, probable height, rela- 
tion to the other elements. Properties — elasticity, weight and pressure — 
what and how ascertained, density at different altitudes. Uses — state the 
natural and artificial. Composition — elements at present ; how did its 
composition in early geological ages differ from the present. 



52 



MANUAL OF TOPICAL TEACHING CHARTS. 



GENERAL PHYSICAL GEOGRAPHY. 



Draw a map of each continent, when you begin to 
study it. 

Position. ^ — -In what hemisphere. In what part. 

Size. — Take North America as a standard, and 
compare others with it. 

Contour. — Define. Compare general shape, in- 
dentations, and extent of coast line with North 
America. Contour- Forms — peninsulas, capes, and 
isthmuses. Describe each. 

Relief. — Define. Relief distinguished from alti- 
tude. Relief forms — plateaus, mountains, plains, and 
CONTINENTS. \ valleys. Define each class, and represent on map 
with colored chalk. 

Main Axis. — Define. Position in each continent 
(Guyot, pages 40 and 41). 

Waters. — Coast — name and locate seas, bays, 
gulfs, and straits. Inland — Rivers — arrange topics 
from pages 48, 49, and 50 of Guyot, or, pages 59, 60, 
and 61, Houston. Lakes — arrange topics from pages 
51 and 52, Guyot, or, pages 63, 64, and 65, Houston. 
Springs — arrange topics from pages 10 and II, 
Guyot, or, pages 55, 56, and 57, Houston. 

Islands. — Arrange topics from pages 43 and 44, 
Guyot, or, pages 37, 38, and 39, Houston. 



THE OCEAN. 



Divisions. — Name and locate each. Draw a map 
of the Atlantic, Pacific, and Indian Oceans (see 
Chart). 

Extent. — Take the Atlantic as the standard, and 
compare others with it. 

Depth. — Describe the manner and means of finding 
depth. Where deepest. Where shallowest. Char- 
acter of the ocean bed. 

Temperature and Composition. — Temperature 
in different latitudes, and at different depths. Com- 
position of ocean water. 

Currents. — Arrange topics from pages 65 and 67, 
Guyot, or, pages 73, 74) ^"^^ 75; Houston. Draw a 
map (see Chart). 

Tides and Waves. — Arrange topics from pages 
61, 62, and 64, Guyot, or, pages 69, 70, and 71, 
Houston. Draw a diagram to illustrate (see Chart). 

Color and Contents.— See page 58, Guyot, or, 
^ pages 67 and 68, Houston. 



MANUAL OF TOPICAL TEACHING CHARTS. 



53 



METEOR- 
OLOGY. 



Define Meteorology, light, and heat. 

Light. — Theories, sources, rate of movement, and 
how determined. Effects. Describe most important 
optical instruments. 

Heat. — Theories. Sources. Relation between 
light and heat. Effects. Why warmer in the torrid 
than in the arctic region — Illustrate by a diagram. 
Why warmer at the surface than at an elevation. 

Evaporation. — What. Process. Where greatest. 
Effects. 



Dew.— What. 



Cause. 
Cause. 



Dew point. 
Fog regions. 



Effects. 
Duration. 



Fog.— What. 

Effects. 

Clouds. — What. Classes. Height. Uses. (See 
Guyot, page 84 ; Houston, 94 and 95). 

Rain. — Cause. Laws of distribution. (Study map 
on Chart, and arrange other topics from Guyot, pages 
88, 89, 90, 91, or, pages 96 and 97, Houston). 

Hail and Snow. — Cause. Localities. Snow 
line in different zones. Effects. 

Ice, Icebergs, and Glaciers. — Arrange topics 
from pages 94 and 95, Guyot, or, pages 100 and loi, 
Houston. 

Arrange topics in a similar manner for Thunder 
and Lightning, Rainbows, Halos, &c. 

Winds and Storms. — Arrange topics from pages 
76, 77, 78, 79, 82, and 83, Guyot, or, pages 84, 85, 
87, and 88, Houston. 

The Weather Bureau. — What. An account of 
its work. (See Houston, pages 137, 138, 139). 



CLIMATE. 



Define climate. See Chart for elements — what and 
why. 

Latitude. — Why, and how distance north or south 
of the Equator affects climate. 

Altitude. — Why, and how difference in elevation 
affects climate. Rate of decrease in heat. 

Mountains. — Why, and how mountains affect 
climate (Houston, 83). 

The Ocean. — Why, and how nearness to, or dis- 
tance from, the ocean, affects climate (Guyot, 73). 

Winds. — Why, and how winds affect climate 
(Guyot, 72). 

Slope and Soil. — Show why and how slope 
northward or southward, toward large bodies of 
water, or in the contrary direction, affects climate. 
Effect of different kinds of soil. 

Isotherms. — What. Study the map on the Chart, 
and construct maps of other regions, as needed. 



54 



MANUAL OF TOPICAL TEACHING CHARTS. 



SPECIAL PHYSICAL GEOGRAPHY. 



EUROPE, 

ASIA, 

AFRICA, 

J^ORTH AMERICA 

SOUTH AMERICA 

AUSTRALIA, 

ISLANDS. 



Sketch an outline map of each division as you 
study its position and contour, and when you take 
up the topics of relief and waters, represent the 
mountains, plateaus, valleys, lakes, rivers, etc. 

Position. — In what part of the Eastern or 
Western, Northern or Southern Hemispheres, 
bound it. 

Contour. — Shape of outline, and condition of 
coast line. Take some one as a standard, and 
compare others with it. 

Size. — Take North America as the standard — 
about 9,000,000 square miles — and compare others 

with it. 

Relief. — Sketch in the mountains, plateaus, 
hills, deserts, plains, and valleys, and give a par- 
ticular description — more in detail than given 
under general physical geography, as elevation 
and extent, slopes, character and condition, effects 
— physical and political, etc. 

Waters. — Coast — locate and give origin of 
names of seas, gulfs, bays, sounds, and straits, 
position and extent, effects — physical and political, 
etc. 

Flora. — Define. Arrange topics from Houston, 
commencing at page 109, or, Guyot, page 97. 

Fauna. — Define. Arrange topics from Hous- 
ton, commencing at page 120, or, Guyot, page 
106. 

Mankind. — Define ethnography, races — Cau- 
casian, Mongolian, Malay, African, and Indian. 
Origin of names. 

Distribution. — Nations belonging to each race 
and location. Number of people of each race. 
Origin of names. 

Characteristics. — Color, features, language, 
civilization, religion, government, etc. See Hous- 
ton, commencing at page 126, or, Guyot, page 
I 114- 



-^ 



MANUAL OF TOPICAL TEACHING CHARTS. 



55 



SPECIAL POLITICAL GEOGRAPHY. 



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Use outline maps which were prepared for special physical geography. 
Locate and bound the U. S., British America, Mexico, and Cen- 
tral America. In giving area, compare with U. S. without Alaska — 
about 3,000,000 square miles. In population, compare with U. S. 
— about 50,000,000. 

After sketching boundary lines of grand political divisions, and 
studying the U. S. as a whole, according to topics on the Chart, 
sketch in the outline of your own State. 

California.— Position — locate and bound. Give an account of 
the manner of locating and marking boundary lines. 

Size. — Area of California, about 160,000 square miles. Use this 
as the standard by which to compare all political divisions of an 
area less than 1,000,000 square miles. 

( If not already on the map, represent these as you study them. 
General characteristics of its surface— as level, undulatory, 
or mountainous. 

Mountains and Hills. — Name and locate. Origin of 
names. Direction and extent. Peaks. Characteristics. 

Plateaus, Plains, and Valleys. — Name and locate. 
Origin of names. Characteristics. 

Coast Waters. — Name and locate. Origin of names. 
Extent. Characteristics. 

Inland Waters. — Lakes — name and origin of name. 
Location. Size. Characteristics. Uses. 

Rivers. — -Name and origin of name. Locate and state 
system to which it belongs. Length. Characteristics. Uses. 
Springs.— Name. Location. Characteristics. Uses. 
Soil. — Kind, fertile or barren, etc. 

Climate. — What. Show how it is modified by the above 
L physical features. 

r Population. — Compare with California when less than 
1,000,000; if greater, compare with U. S. 

Race. — What race or races. Characteristics — produced 
by geographical position and climate. 

History and Government. — Origin of Nation or State. 
Growth, incidents, progress, form and condition of govern- 
ment, etc. 

Education and Religion. — Character and condition of 
common schools. Higher institutions of learning — name, 
locate, and describe important ones. Noted literary produc- 
tions, great men, etc. Religion — what, condition, effect, 
., church buildings, etc. 

f Agriculture. — Condition. Extent. Implements. Kind of 
products, animal & vegetable — where, amount, why produced. 
I Commerce. — Exports. Imports. Extent. Means of 
J transportation — railroads, canals, vessels. Its navy. 

Manufactures. — Relative importance. Kind. Value. 

Mining. — ^What metals. Where. Value. 

Fisheries and Lumbering. — Locality of each. Kinds 
^ of fish and lumber. Value. 

Chief Cities. — Name, where and why located, business, com- 
parative population. Take some city, as San Francisco, for a 
standard. Noted buildings, history, etc. 

Miscellaneous. — Under this head, arrange topics that apply 
specially to a particular State or Nation — such as foreign posses- 
sions, slavery, great projects, etc., etc. 



© 
Ph 



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» o 
apLi 



56 MANUAL OF TOPICAL TEACHING CHARTS. 



GEOGRAPHICAL RECREATION. 



Occasionally, a change from the regular topical work will be 
pleasant and profitable. By a little study, the teacher may ar- 
range many interesting "variety" lessons. The following list 
may be indefinitely extended : 

A good stereoscope, with a proper selection of pictures — 
geographical and historical — can be used to good advantage in 
this work. 

Geographical scrap-books, kept by both teacher and pupils, 
are valuable helps. 

A lesson on the barometer, thermometer, compass, etc. 

Map drawing should receive special attention. Show pupils 
how to make neat outlines, and occasionally use the recitation 
time in representing mountains, lakes, rivers, etc. Any good 
manual of drawing will show how to do this work. 

A journey to the Moon, Mars, Venus, etc. — Indicate by topics 
what information is desired. (See "From the Earth to the 
Moon" and 'Around the Moon," by Jules Verne.) 

A balloon voyage. — (See "Five Weeks in a Balloon," by 
Jules Verne.) 

Equator, Tropics, and Polar Circles. — Land and water crossed 
by these ; helpful in fixing in the mind, location of points north 
or south of the Equator. 

Land building. — Deltas; sandbars; islands — volcanic, coral, 
and sand; valleys, etc. 

A ship voyage around the world. — Trace the most direct 
route, naming waters sailed over, and lands passed, etc. (See 
Jules Verne and Darwin.) 

A voyage from one port to another. — The Market Reports of 
the daily papers, and the Shipping News, are very helpful in les- 
sons of this kind ; by means of these, it will be easy to arrange 
journeys by which ships may be freighted with the exports of 
the several countries. 

Visits to various kinds of manufacturing establishments — 
ship-yards, woolen mills, paper mills, etc., etc. 

A visit to a mine — coal, lead, iron, salt, etc. 

Lessons comparing the size of countries, lakes, rivers, etc. 

Compare as to latitude, and explain difference in climate. 

A lesson on longitude and time. 

" Methods of Teaching," by John Swett, should be in the 
library of every teacher ; and some of the works of Marryat, 
Oliver Optic, Jules Verne, Ballantyne, Reid, and others, are 
valuable auxiliaries when properly used. 



-^ 



BANCROFT'S 



PICTORIAL CHART 



Geographical Definitions. 



This Chart is designed to teach Geography orally to children on the object 
lesson system, and is a beautifully colored picture, in which all the divisions of 
the land and water are combined in an attractive manner, including mountain, 
hill, valley, plain, table-land, desert, oasis, island, peninsula, isthmus, cape, 
promontory, volcano, city, town, village, hamlet, ocean, gulf, bay, strait, harbor, 
lake, river, cataract, sound, archipelago, geysers, water-spouts, rainbow, ship- 
wreck, etc. This Chart is the most useful and popular piece of apparatus we 
liave ever had. And, wherever used, has proved not only an ornament to the 
school-room, but an unfailing aid to the teacher and pupil. Each division is 
marked in large, heavy letters, so as to be easily seen across the room. It 
presents such an attractive picture, and is so entirely different from ordinaiy 
charts and maps, that the school children are very much interested with it. It 
should be in every school-room. Write for special circular. 



Mounted on Muslin, with Roller at top and bottom, size, 
44 X 34 inches, price, net $3.50. 



Also, the same Chart, published in Spanish, highly colored, 
and full mounted as above, price, net $5.00. 



MONTGOMERY'S REVOLVING 



LIBRAHY ur ouiMuncoo 



019 841 381 




^m 



THE aHEATEST INVENTION OF THE AQE. 

The design of the IJevolving C.'liart is to give teachers a complete apparatus for teaching 
Eeading ami Matheiiiaties in Pi-iniary Classes. 

It is the result of ten years of practical work, exclusively in the Primary Department, 
and the verdict of those who have seen and used it may be shown hy a ft'w of the many testi- 
monials we have reccij'ed, as follows: 

S^J ATI: NORMAL SCHOOL. 

San Jose, January 2:i, 1882. 
Having tUorouglily tested Mr. Muxtgomeky's Revolving Chabts, I cau unhesitatingly recommend them 
to Primary Teachers as being a valuable aid in securing quickness of sight, promptness and accuracy. 

MARY E. WILSON, 
Teacher of Training Department, 
Wt cheerfullv endorse the above. 

CHAS. H. ALLEN, Principal State Normal School. 

H. B. NORTON. J. H. BRALY. 

C. W. CHILDS. MISS M. J. TITUS. 

Having seen t)ie practical workings of your Revolving Ch.4.rt, I take pleasure in recommending it as 
being well adapted to aid the Primary Teacher in training pupils to see quickly, think rapidly, and speak 
promptly. It should be in every Primary School. 

Yours, etc., J. G. KENNEDY, 

San Jose, January 25, 1882. Principal San Jose High School. 

Dear Sir: Sister Superior cordially attached her signature to the accompanying certificate, and directed 
me to request you to send another machine for the select school, as we will require two of them, having 
found the first one (after two months" use), to far exceed our expectation. 

Respectfully yours, SISTER TERESA. 

College of Notre Damk, San Jose, October, 5, 1881. 
To Whom it May Concern : This is to certify that Frank P. Montgomery's Revolving Chart has been 
introduced into the College of Notre Dame. For simplicity of structure, ease of management, and perfect 
adaptation to the purposes for which it is designated, we think it unsurpassed by anything before the public. 
Very respectfully, SISTER MARIE CORNELIA, Superior. 

SISTER TERESA, Principal of St. Joseph School. SISTER M. LIGUORI de la B. S- •* 



A. L. BANCROFT & CO., 



4^8eud for Circulars. "^^ 



Soi.K Manukaoturers, 

San Francisco, Cal. 



